Safe&Sound Music Therapy Consultation

An attachment-based consultation programme enabling music therapists to train and support classroom practitioners to sustain relationships with students through musical play

Learn more at our roundtable presentation at BAMT Conference on 21st November 2026!

Welcome to Safe&Sound Music
Therapy Consultation!UK schools are currently responding to government reforms to therapeutic provision for SEND students that prioritise optimisation of classroom-based support and extension of specialist expertise.
Developed through multiple UK and international studies, the Safe&Sound Music Therapy Consultation Programme has been shown to support classroom practitioners in SEND schools to optimise relationships with hard-to-reach pupils through attuned musical interaction and play. Such relationships support emotional co-regulation and therefore readiness for learning.

The Safe& Sound consultation programme has been shown to strengthen staff capacity, promote early intervention and, alongside clinical practice, extend the reach of specialist music therapy expertise in ways that align with current governmental priorities for SEND reform.

  • Building workforce capability

  • Early intervention and graduated support

  • Multi-agency and specialist collaboration

  • Sustainable use of specialist expertise

As one part of an overall service delivery model such as this, the Safe&Sound Music Therapy Consultation Programme offers sustainable pathways to address:

  • Time-limited therapist capacity

  • A need for wider service impact

  • Inclusion pressures in school settings

Safe&Sound Music Therapy Consultation is evidence based

The Safe&Sound programme is grounded in research and practice. It has been developed through a programme of peer reviewed published works, ongoing real world studies and sustainable implementation in schools in the UK and overseas.

Margetts, L. (2025). Safe and sound: A mixed methods study to explore relationships between special education classroom practitioners and autistic students through music therapy consultation. Approaches: An Interdisciplinary Journal for Music Therapy, 17(3), 441–462. https://doi.org/10.56883/aijmt.2024.336

I've learned that we can get into each and every child's world. We just need to find the right key. And that's huge!SEND Class Teacher

I had the opportunity to implement strategies, reflect on each session, receive support and explain to class members. I found the project a very positive , holistic, creative, respectful way of working. For these reasons I would enjoy offering similar session in the future. I also feel I would continue to learn about communication, music and myself. The energy of working in this way is transferrable to all aspects of the students’ day at school.SEND Speech and Language Therapist

If my young people feel alongside staff members who are empathic, able to attune … that's going to develop a sense of belonging, their confidence, and perhaps unconsciously that staff members are able to support them and that that ultimately is going to enable their learning and only have positive outcomes.Registered music therapist

Join the Safe&Sound Community to receive further information about the programme!

  • Be the first to hear about:

  • New Safe&Sound training for Music Therapists

  • Opportunities to pilot Safe&Sound in your workplace

  • Latest publications concerning Safe&Sound in school settings

Copyright Dr Lisa Margetts: All rights reserved